Cognition International Edition 6th Edition by Robert J. Sternberg – Test Bank
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Sample Test
Chapter 3
Cognitive Neuroscience
Outline For Chapter 3
Supplemental Activities
1. In-Class
Activities
1. A
Working Neuron in the Classroom
2. Group
Reaction Time and Neural Speed
3. Hemispheric
Activity Interferes with Ability to Work a Counter
B.
Promoting Discussion
1.
Neurogenesis – Alcohol
2.
Doogie Mice
CogLab Answers
Brain
Asymmetry
Useful Websites
Test Bank
Outline for Chapter 3
1. FROM
NEURON TO THE BRAIN: ORGANIZATION OF THE NERVOUS SYSTEM
2. Introduction
3. Mind
Body Connection
4. Localization
of Function
1. COGNITION
IN THE BRAIN: CEREBRAL CORTEX AND OTHER STRUCTURES
2. Gross
Anatomy of the Brain Forebrain, Midbrain, Hindbrain
3. Forebrain
4. Cerebral
Cortex
5. Basil
Ganglia
6. Limbic
system
7. Septum
8. Amygdala
9. Maladaptive
lack of fear
10.
Autism
11.
Hippocampus
12.
Korsakoff’s syndrome
13.
H.M.
14.
Thalamus
15.
Schizophrenia Link
16.
Hypothalamus
17.
Narcolepsy
18.
Midbrain
19.
Reticular activating system (RAS)
20.
Brain stem
21.
Hindbrain
22.
Medulla oblongata
23.
Pons
24.
Cerebellum
25.
Cerebral Cortex and Localization of Function
26.
General Information
27.
Cerebral cortex
28.
Contralateral
29.
Ipsilateral
30.
Corpus callosum
31.
Cerebral hemispheres
32.
Hemispheric Specialization
33.
Aphasia
34.
Broca’s area
35.
Wernicke’s area
36.
Split-brain patients
37.
Sperry’s Research
38.
Gazzaniga’s Research
39.
Apraxia
40.
Lobes of the Cerebral Hemispheres
41.
Lobes
42.
Frontal lobe
43.
Parietal lobe
44.
Temporal lobe
45.
Occipital lobe
46.
Projection areas
47.
Primary motor cortex
48.
Primary somatosensory cortex
49.
Rostral, Ventral, Caudal and Dorsal brain regions
50.
Neuronal Structure and Function
51.
Neurons
52.
Soma
53.
Dendrites
54.
Axon
55.
myelin
56.
nodes of Ranvier
57.
Terminal button
58.
Synapse
59.
Neurotransmitters
60.
Three types of chemical substances involved in neurotransmission
61.
Monoamine neurotransmitters
62.
Amino-acid neurotransmitters
iii. Neuropeptides
1. Acetylcholine
2. Deficit
leads to Alzheimer’s
3. Dopamine
4. Too
high linked with schizophrenia and lack of impulse control
5. Too
low linked with Parkinson’s disease
6. Serotonin
7. Too
high linked with Anorexia
8. Too
low linked with aggression
9. Receptors
and Drugs
10.
Acute Toxicity
11.
Chronic Toxicity
III. RESEARCH METHODS TO STUDY COGNITION IN THE BRAIN
1. Postmortem
Studies
2. Phineas
Gage
3. Brocas
Tan
4. In
Vivo Studies
5.
Animal studies
6. Single-Cell
Recordings
7.
Lesioning to identify deficits
8.
Neurochemicals to knock out functions
9.
Genetic Manipulations
10.
Electrical Recordings
11.
Event-Related
Potentials
12.
Electroencephalograms (EEGs)
13.
Static Imaging Techniques
14.
Magnetic Resonance Imaging (MRI)
Scan
15.
Metabolic Imaging
16.
Positron Emission
Tomography (PET)
17.
Functional Magnetic
Resonance Imaging (fMRI)
18.
Transcranial Magnetic
Stimulation (TMS)
19.
Magnetoencephalography
(MEG)
20.
Brain Disorders
21.
Stroke
22.
Vascular
23.
Ischemic stroke
iii. Hemorrhagic stroke
6. Brain
Tumors
7. Neoplasms
8. Head
Injuries
9. Closed-head
injuries
10.
Open-head injuries
1. EXAMINING
INTELLIGENCE AND BRAIN STRUCTURE
2. Brain
size
3. Brain
Architecture
4.
Gender differences
5. Speed
of Neuronal Conduction
6. Neuronal
Efficiency
7.
P-FIT Theory of Intelligence
1. REVISITING
KEY THEMES
2. Biological
versus Behavioral Methods
3. Nature
versus Nurture
4. Applied
versus Basic
Supplemental Activities
1. In-Class
Activities
1. A
Working Neuron in the Classroom
This demonstration gets students involved in understanding how
neurons work. Several variants of this exercise exist (with and without the
candy). Before the exercise, the instructor procures a bag of Hershey’s Kisses
and also scatters index cards around the classroom. The kisses will represent
neurotransmitters and the cards will stand for positive ions.
Assign five students who are willing to eat chocolate to come to
the front of the class and act as dendrites (four students) and a cell body. Another
five students are assigned to be the axon and they stand in a line. Two or
three more students are the terminal fibers, clustered at the end of the axon.
The terminal fibers are given Hershey’s Kisses but are instructed not to eat
them. A second neuron can be formed in a similar manner if there are enough
students in the class.
The instructor stands near the dendrites of the (first) neuron
and tosses a handful of Hershey’s Kisses in the direction of the dendrites and
cell body. This action represents the release of neurotransmitters into the
synapse. The students who are acting the part of the dendrites and cell body
eat the chocolate kisses and then begin to pick up the cards. When they have
picked up three cards, the instructor advises them that they have reached the
threshold. This demonstrates the “all-or-nothing” principle of an action
potential. Now the first person forming the axon picks up a card, while the
dendrites and cell body drop theirs. The second person forming the axon picks
up a card as the first drops his or hers, etc. on down the line to the terminal
fibers. The fibers then toss their chocolate kisses into the synapse. If a
second neuron has been formed, the players repeat the process, if not, the
instructor can take them, or the fibers can eat them (re-uptake.) The chocolate
kisses can also be tossed to the other students in the class.
Variants of this exercise use different colored index cards, or
Styrofoam peanuts instead of candy. The availability of chocolate kisses and
“Hugs” with different colored wrappers also allows an instructor to demonstrate
the action of agonist versus antagonist neurotransmitters and drugs. The
dendrites can wrap their hands in tape to catch the kisses, cards, peanuts or
whatever is being used. The axon can be “myelinated” using plastic wrap to
demonstrate the insulating and transmission speeding qualities of the myelin
sheath. (The message skips over the wrapped students, which saves time.)
This is a great exercise for getting the students involved and interested
before introducing them to the fact-intensive and challenging biological
psychology material, as well as demonstrating these concepts in a lively
manner.
Written
by Nancy Jo Melucci, Santa Monica College
2. Group
Reaction Time and Neural Speed
Helmholtz devised a clever way to assess the speed of neural
conduction. This same process can be demonstrated in class by having 10
students form a continuous chain by holding hands. At your signal, the first
student tightens her grip on the hand of the second person in the chain. Upon
feeling the pressure, the second person tightens his grip on the hand of the
third, and so on. Have a volunteer start a stopwatch simultaneously with your
signal, and stop timing when the 10th person
raises her hand. Now have the students grip their neighbors’ shoulder and
repeat the same procedure, again making note of the total time to finish the
motion down the human chain. The results will show that the students performed
the shoulder-squeezing task consistently faster than they performed the
hand-squeezing task. The reason for the difference is that when the sensory
input is received through the hand, it has to travel a greater distance—about
two feet in the average-sized person—to reach the brain than when it is received
through the shoulder. Thus, among the 10 people, the neural signal has to
travel an additional 20 feet, and this is why it takes longer to reach the end
of the chain (Rozin & Jonides, 1977).
Written
by Nancy Jo Melucci, Santa Monica College
3. Hemispheric
Activity Interferes With Ability to Work a Counter
Here is a classroom exercise that proves to be both very
enjoyable and very informative about the functioning of the two sides of the
brain. The only equipment you will need is a simple counter, the kind used at
stadiums to count people as they pass through the gate.
Recruit a volunteer and have her sit in front of the class. She
should hold the counter in her right hand, and when you say, “Go!” press it as
fast as she can. Stop her after about 30 seconds and record the number of
presses; this number will be your baseline level for the right hand. Reset the
counter and repeat the procedure for the left hand to get a left hand baseline.
During the next phase of your experiment, the subject should again
perform with the right and left hands but this time should do so while reciting
a poem or speech (the Pledge of Allegiance works well). These two bits of data
are your right and left “oral data.” In the next phase, the subject should
perform with the right and left hands but this time should do so while humming
a familiar tune. Encourage the students to hum and not to worry about the
words. These two bits of data are your left and right “music data.”
The hypothesis in this experiment is that talking will interfere
more with right-hand pressing, whereas humming will interfere more with
left-hand pressing, due to the hemispheric specializations involved in these
tasks.
Written by Nancy Jo Melucci, Santa Monica College
1. Promoting
Discussion
1. Neurogenesis
Alcohol
The Crews & Nixon (2003) article “Alcohol, Neural Stem
Cells, and Adult Neurogenesis” discusses both genetic and environmental
contribution on the process of neurogenesis. A “quick” definition of
neurogenesis is the development of new cells in the brain. Previously it was
thought that we are born with all of the neurons that we will ever have. Recent
research suggests that certain parts of the brain do in fact “replace” or
“grow” new neurons. Here are a few quotes from the Crews and Nixon (2003)
article on this process:
Stem cells are cells that can divide indefinitely, renew
themselves, and give rise to a variety of cell types. … Multipotent stem cells,
including neural stem cells (NSCs), are more restricted in the types of cells
they are capable of producing or becoming.
The discovery of NSCs and adult neurogenesis provides a new
theoretical framework for understanding processes regulating brain plasticity.
Genetics influences the three main components of neurogenesis:
NSC proliferation, cell survival, and cell differentiation into neurons and
other types of brain cells.
We see neurogenesis in two areas of the brain:
1) Subventricular
zone (SVZ) of the anterior lateral ventricles (this location is the origin for
olfactory bulb neurons)
2) Dentate gyrus of
the hippocampus (part of the brain that is involved with learning and
memory) [neurogenesis for this part of the brain has
been confirmed in rodents and in humans].
This is one of the main points Crew and Nixon make:
“Interesting, genetics and specific environmental factors play an important
role in regulating neurogenesis, and these same environmental factors … are key
factors in the risk of developing alcoholism.”
Discussion Points:
- What
are the different ways in which there is plasticity in the brain?
- Plasticity
in the brain is due to a number of different factors. These can include
neuronal growth (neurogenesis), changes in dendritic connections among
neurons, and changes in chemicals bonds.
- In
addition to alcohol, name other potential environmental factors that many
influence neurogenesis.
- Researchers
have been able to culture neural stem cells (NSCs) from a number of
different regions in the brain. Ask students what are the implications for
this. Two important points:
- The
ability to do so, suggests that a variety of regions of the brain have the
potential for neurogenesis.
- However,
in most areas these cells are suppressed from dividing.
- What
are the contributions of nature and nurture on neurogenesis?
- An
enriched environment is a factor that tends to promote neurogenesis.
Physical activity in particular seems to be helpful.
- Stress
is an environmental factor that reduces neurogenesis.
- Alcohol
decreases the proliferation of neural stem cells. However, the effect (at
least in rats) is not seen until several weeks later.
- Serotonin
is known to influence the neural stem cell proliferation in adults.
Depression is associated with a decrease in the amount of serotonin
released. The mechanism behind selective serotonin reuptake inhibitors
(SSRIs) (an antidepressant), according to some researchers, is that is
increases neurogenesis.
- Neurogenesis
is seen in the hippocampus. What are the implications of neurogenesis in
this particular region of the brain?
- The
hippocampus in involved in learning and memory. Lack of neurogenesis in
this particular part of the brain would have an impact on our ability to
form new memories.
- What
are the implications of the extent to which environmental stimuli can have
an impact on cognitive functions?
- Alcohol
can have an impact on brain functioning (physiological functioning that in
turn can have an impact on psychological functioning)—this may potentially
impact a number of different processes (e.g., perception, memory,
attention, neuro-plasticity)
Written by Michael Bendele, Indiana University-Purdue University
Fort Wayne
2. Doogie
mice
This exercise could be used in a number of different
chapters: the neuroscience chapter given the technique that is used to
alter neurophysiology, the memory chapter given the change in ability to learn,
or the chapter on intelligence when talking about the biological basis of
intelligence. Another option would be to use the example throughout the
semester for the various chapters as a means of unifying the content from a
number of different perspectives.
Joe Tsien and colleagues altered a protein (N-methyl-D-aspartate
[NMDA]) in mice that is involved with learning & memory. The NMDA Receptors
are involved in strengthening the connection between two neurons that are
activated at the same time. The altered protein in Doogie mice (named after the
TV show Doogie
Houser, MD) helped in terms of the NMDA receptor saying open twice
the normal amount of time compared to normal mice. The additional time appears
to help in terms of forming new memories. For the control condition, the Doogie
mice and regular mice were allowed to explore an environment with two objects
in it. Mice are naturally curious and spent time checking out both objects. For
the experimental condition a few days later, one of the objects was replaced
with a new object. Again, both sets of mice were allowed to explore the
environment. The Doogie mice spent more of their time exploring the new object
versus the regular mice, which spent about an equal amount of time exploring
both objects. These results suggest that the Doogie mice remembered the
old object while the regular mice did not. In general, the Doogie mice were
able to remember information about 5 times longer than the regular mice.
The NMDA receptor for a number of animals actually stays open
longer in children versus the adults, which may explain the ease at which the
young children learn compared to older children.
Tsien and colleagues then altered a different group of mice so
that there was a decrease in the length of time that the NMDA receptor would
stay open. The result was mice (for simplicity sake let’s call them anti-Doogie
mice) that appeared not to learn as well as regular mice. The regular mice
outperformed the anti-Doogie mice on a number of tasks. However, when the
anti-Doogie mice were raised in an enriched environment, differences between
this group and the normal group decrease. The control mice still outperformed a
comparison group of anti-Doogie mice that were not raised in an enriched
environment.
Discussion Points:
- What
is the advantage of modifying biology to see what the impact is on the
function of the individual?
- The
advantage is that the experimenter knows exactly what the modification is
to biology versus finding organisms with a deficit in behavior and trying
to figure out if the biology is different.
- If
we understand the mechanisms involved in learning should we make these
types of changes in humans to help them learn?
- What
if we could develop a pill that would allow for us to learn better for the
next hour—would this be okay to do? What about for the next day? Next
week?
- What
would be the benefits of such a pill? What would be the negatives of such
a pill?
- Schacter’s
discussion of the seven sins and in particular persistence would be
appropriate. An issue here is that forgetting can have an adaptive value.
- What
does the work of Tsien and colleagues have to say about nature vs.
nurture?
- They
both clearly play a role.
- Alterations
in biology lead to an increase in remembering information.
- The
anti-Doogie mice are interesting because while initially they are at a
disadvantage an enriched environment helped to mitigate the initial
deficits. This can be tied into the notion that we are born with a certain
number of neurons and in general they do not regenerate. What changes over
time is the connections between neurons (the dendritic growth) which is
influence by experience (nurture).
- What
does the work of Tsien and colleagues have to say about intelligence? Is
it simply a function of memory?
Written by Michael Bendele, Indiana University-Purdue University
Fort Wayne
CogLab
– Brain Asymmetry –
- Student
Manual Answers
Basic Questions
1. Does
your data provide evidence that you have an asymmetric brain? Explain your
answer. Do the same for the global results.
If you chose the younger chimeric face as the photo with the
younger half-face on the left side of the image more than fifty percent of the
time, this provides evidence that you have an asymmetric brain. A similar
judgment can be made when using the global data.
The global data can also be used to see whether a left to right
bias (possibly created by our culture i.e. reading) can explain the results of
the experiment. If left-handed participants chose the younger chimeric face as
the photo with the younger half-face on the left side of the image more than
fifty percent of the time, but to a lesser extent than right-handed
participants, then that would be further evidence for an asymmetric
brain.
This conclusion relies on the finding that right-handed
individuals show more brain asymmetry than left-handed individuals.
2. Describe
another experiment that would test for brain asymmetry. It should be different
from this experiment and the split-brain language experiment already described.
One could show participants a series of images on a computer
monitor. The images could consist of a photo, a happy or a sad face, a printed
word, a noun or a verb. Participants would then be asked to center their eyes
on a fixation point in the middle of the screen. The participant’s task would
be to make a key press that corresponded to the image that they saw (happy
face, sad face, noun or verb). Results showing faster reaction times to faces
and parts of speech when they were presented to the right visual field as
compared to the left visual field would be evidence for an asymmetric brain.
It is important for the student to indicate the variables and
performance measure to be used, as well as what the results would look like if
one does in fact have an asymmetric brain.
3. What
skills/processes are primarily associated with the left hemisphere? What about
the right hemisphere?
The left hemisphere is typically associated with analytical and
logical thinking. It deals with language, mathematics, and rationality. The
right hemisphere is associated with emotion, holistic thinking, music, dance,
and artistic creativity.
Advanced
Questions
1. What
types of professions might benefit from using what we know about brain
asymmetry?
An artist or someone in advertising could benefit from knowing
that when people make judgments about another person (age, emotional state),
say on a billboard or in a painting, they tend to use information from the left
side of the person’s face more so than the right side.
Plastic surgeons, cosmetologists, or actors could, in some
cases, also benefit from being informed about brain asymmetry. As long as an
appropriate justification is given, many occupations could be identified when
answering this question.
2. Describe
a task that might be more difficult for a split-brain patient than a normal
individual.
Students could identify tasks such as driving, boxing, or
playing electronic games.
The student’s description of the task should include which
aspects of the task would be particularly challenging for a split-brain patient
and why.
For example, in a driving task when a split-brain patient is
focused on the road they would be unable to read road signs in their left
visual field. To read signs in their left visual field they would need to shift
their eyes and/or head. This could result in a dangerous situation in which
they take their eyes off of what is happening in front of them.
3. The interpretation
of the experimental results relies on a comparison between the data from
right-handed participants as well as left-handed participants. Why is this the
case?
The comparison is necessary for two reasons. First, right-handed
individuals have a more asymmetric brain than do left-handed individuals.
Second, judgments about faces are done more in the right hemisphere than in the
left hemisphere. Since right-handers have a more asymmetric brain it should
follow that they will more heavily rely on information about faces that is
presented to the right hemisphere than will left-handers.
Discussion
Question
1. Why
might it be advantageous for us to have a brain in which some processes are
specific to one hemisphere?
One possibility is that since the brain has a lot of
responsibilities, it seems reasonable that using a division of labor strategy,
at least in some cases, would be beneficial. This type of organization might
allow the brain to process more information and/or process information more
fully.
**It is not clear why the brain is set up in an asymmetrical
way, so a broad array of student responses could be appropriate here. This
question can be used as a creative thinking exercise.
- Test
Bank Answers
Multiple Choice Questions
1. If
you show a split-brain patient a word in their right visual field they …
2. would
be able to say the word aloud
3. would
be able to pick up a physical item that matches the word that they were shown
with
their right hand
1. would
be able to write the word with their right hand
2. None
of the above
Answer: a
2. Which
of the following is typically associated with the brain’s right hemisphere?
3. rationality
4. language
5. music
6. None
of the above
Answer: c
3. A
split brain patients would have trouble catching/blocking an object that enters
their left field of view with …
4. their
right hand
5. their
left hand
6. either
of their hand hands.
7. It
wouldn’t be a problem
Answer: b
4. The
brain asymmetry demonstration predicts that left handed participants will choose
the chimeric face with the younger half face on the left as the younger face …
5. more
often than right handed participants
6. less
often than right handed participants
7. about
the same amount of the time as right handed participants
8. almost
never.
Answer: b
5. Which
of the following statements is true?
6. Moving
the right hand is controlled by the right hemisphere
7. Split
brain patients cannot move both hands at once
8. The
left hemisphere is associated with processing spatial information
9. Right
handed individuals show more brain asymmetry than left-handed individuals
Answer: d
True/False Question
1. ___
The brain asymmetry demonstration does not account for the possibility that
people may just have a general left-view bias, a bias for processing information
from the left to the right.
Answer: False
Short Answer Question
1. What
makes the brain of a split-brain patient unique?
In a split-brain patient, information is not shared between the
brain’s right and left hemisphere.
Essay Question
1. Which
face does the brain asymmetry demonstration predict right-handed participants
will choose? Why?
This essay is worth 6 points:
Point 1: Right-handed
participants will choose the younger face as the one with the younger
half face on the left side.
Point 2: Right-handed people
typically show brain asymmetry, one hemisphere is often more
involved in processing a
given type of information than the other.
Point 3: The right hemisphere is
more involved in processing faces than the left hemisphere.
Point 4: When a face is
presented, the left half of the face will go to the right hemisphere of
the brain while the right half of the face will go to the
left hemisphere.
Point 5: Since the right
hemisphere is more involved in the processing of faces, the
information it receives will
be weighted more heavily in making judgments about the
face then the information received by the left
hemisphere.
Point 6: Therefore, the face
that has the younger half face on the left will be chosen as the
younger face most of the time.
Useful Websites
Basic Neural Processes Tutorials
http://psych.hanover.edu/Krantz/neurotut.html
A great site developed by John Krantz of Hanover College, it
provides a collection of tutorials in basic neural processes. It allows
students to quiz themselves on neuron and brain structure, and find out more
detailed information about the process of neural communication.
Brain Imaging Demos from the MNI
http://www.bic.mni.mcgill.ca/demos/
This site provides some fascinating graphic demonstrations of
various brain-imaging techniques with both pictures and some video clips.
The Brain Model Tutorial
http://pegasus.cc.ucf.edu/~Brainmd1/brain.html
A wonderful interactive site where students can click on the
names of brain structures and see beautiful detailed close up images of them.
The Epilepsy Foundation
An informative site for students who may have questions about
epilepsy and want to research its causes and treatments.
Neuropsychology Central
http://www.neuropsychologycentral.com/index.html
This is one of the major sites with information related to brain
science. It contains a wealth of information, including information on
neuroimaging, neuropsychological assessment, and links to related organizations
and research laboratories.
Neurosciences on the Internet
http://www.neuroguide.com/
Another megasite for information related to brain science, this
site features links to neuroscience research centers, neurological diseases,
brain images, and neuroscience journals. This site also has a searchable
database.
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
Everyone is a kid at heart. The site provides nice demos and
discussions of the brain that anyone can enjoy and from which anyone can learn.
Harvard NeuroDiscovery Center
http://www.neurodiscovery.harvard.edu/about/about.html
This site provides a brief overview of a number of
neurodegenerative diseases (e.g., Alzheimer’s, Parkinson’s) in addition to some
of the current research for various neurodegenerative diseases. In case
there are questions generated by the discussion of various diseases, this site
links to a wide variety of education, advocacy, and research sites.
The Whole Brain Atlas
http://www.med.harvard.edu/AANLIB/home.html
This site provides an extensive guide to the brain, including an
atlas of normal brain structure, a list of the top 100 brain structures, and a
quiz that tests knowledge of brain structure. The site also contains
information about various forms of pathology and how these affect brain
structure and function.
SERENDIP
http://serendip.brynmawr.edu/bb/kinser/Home1.html
This webpage allows you to explore the structure of the brain
with images of real brains and different slicing techniques. Allow illustrated
are comparative brains across species.
Science News Daily
http://www.sciencedaily.com/news/mind_brain/
Science News Daily’s website has a section devoted to the latest
research on the mind and brain written for the layman. It is a valuable
resource to direct students to or to add a new highlight to your discussion on
most recent research findings.
Test Bank
Multiple Choice
1. Which
of the following comprise the forebrain?
1. corpus
callosum, cerebellum, and cerebral cortex
2. hippocampus,
medulla, pons, and thalamus
3. cerebral
cortex, basil ganglia, the limbic system, thalamus, and hypothalamus
4. amygdala,
reticular activating system, and corpus callosum
ANS: c.
DIF: Moderate
MSC: TYPE: Factual
2. The
basal ganglia of the forebrain are crucial to
1. motor
function.
2.
3. sleeping
and waking.
4. regulating
behavior necessary for species survival.
ANS: a
DIF: Easy
MSC: TYPE: Factual
3. The
limbic system is responsible for
1. memory
retrieval.
2. relaying
sensory information.
3. emotion,
motivation, and learning.
4. motor
information.
ANS: c
DIF: Easy
MSC: TYPE: Factual
4. All
of the following are central interconnected cerebral structures of the limbic
system except the
1. primary
motor cortex.
2.
3.
4.
ANS: a
DIF: Moderate MSC:
TYPE: Factual
5. Dysfunction
of the basal ganglia is known to cause
1. visual
agnosia.
2. semantic
memory loss.
3.
4. motor
deficits.
ANS: d
DIF: Hard
MSC: TYPE:
Factual
NOT: WWW
6. Which
of the following processes would most likely involve the limbic system?
1. Bill
stretches his arms high into the air.
2. Bill
feels very nervous about the upcoming exam.
3. Bill
solves a physics problem.
4. Bill feels
an acute pain in his wrist.
ANS: b
DIF: Moderate
MSC: TYPE: Application
7. When
the area of the forebrain known as the amygdala is stimulated, what reactions
are likely to result?
1. palpitations,
fearful hallucinations, frightening flashbacks in memory
2. dizziness,
headache, loss of consciousness
3. insomnia,
inability to concentrate, restlessness
4. intense
concentration
ANS: a
DIF: Moderate
MSC: TYPE: Application
8. The
__________ and __________ play a role in anger, aggression, and fear.
1. amygdala;
hippocampus
2. septum;
amygdala
3. hippocampus;
septum
4. primary
motor cortex; septum
ANS: b
DIF: Moderate
MSC: TYPE: Factual
9. Which
of the following would most likely involve the use of the septum?
1. Mike
is scared by a man pointing a knife at him.
2. Mike
remembered a man that had pointed a knife at him.
3. Mike
sees a man who is pointing a knife at him.
4. Mike
sees a photo of a man pointing a knife at a woman.
ANS: a
DIF: Moderate
MSC: TYPE: Application
10.
Which of the following would involve activity in the amygdala?
1. Wilma
sees a cute cat.
2. Wilma
remembers her wedding day.
3. Wilma
gets angry at a dog after it ate her purse.
4. Wilma
leans over to pet a large dog.
ANS: c
DIF: Easy
MSC: TYPE: Application
11.
The __________ is responsible for the formation of new memories.
1. thalamus
2. hippocampus
3. hypothalamus
4. aphasia
ANS: b
DIF: Easy
MSC: TYPE: Factual
12.
Damage to the hippocampus can result in “loss of memory function”
in which old information is still able to be recalled, but the individual is
unable to form new memories. This is known as
1. Benzine
syndrome.
2.
3.
4. Korsakoff’s
syndrome.
ANS: d
DIF: Hard
MSC: TYPE: Factual
13.
Disruption in the hippocampus does not seem to result
in deficits of what kind of memory?
1. declarative
memory
2. short-term
memory
3. procedural
memory
4. long-term
memory
ANS: c
DIF: Moderate MSC:
TYPE: Conceptual
14.
Jennifer has damage to a certain area of her brain. She can
remember people and events from long ago, but she cannot remember where she ate
lunch today. Judging by her symptoms, Jennifer probably has damage to the
1.
2.
3.
4. corpus
callosum.
ANS: b
DIF: Moderate
MSC: TYPE: Application
15.
This area of the brain is known to sort information and send it
to appropriate areas in the cerebral cortex.
1.
2. basil
ganglia.
3.
4.
ANS: d
DIF: Moderate
MSC: TYPE: Factual
16.
This particular part of the brain is responsible for regulating
behavior that is important for the survival of the organism (e.g., fighting,
feeding, fleeing, and mating) and “regulating emotions and reactions to
stress.”
1. hypothalamus
2. thalamus
3. pons
4. limbic
system
ANS: a
DIF: Easy
MSC: TYPE: Factual
17.
Although the midbrain is not as important in mammals as in
nonmammals, it is significant in that it houses the reticular activating
system, which is essential in regulating
1. consciousness,
heartbeat, and breathing.
2. bodily
coordination, balance, and muscle tone.
3. breathing,
swallowing, and digestion.
4. the
signals passing from one part of the brain to another.
ANS: a
DIF: Easy
MSC: TYPE: Factual
NOT: WWW
18.
Physicians make a determination of brain death based on the degree
of function of the
1.
2. brain
stem.
3. medulla
oblongata.
4.
ANS: b
DIF: Moderate
MSC: TYPE: Application
19.
The __________, located in the hindbrain, is responsible for
controlling the heartbeat, and to some extent, breathing, swallowing, and
digestion.
1. pons
2. cerebellum
3. cerebral
cortex
4. medulla
oblongata
ANS: d
DIF: Moderate
MSC: TYPE: Factual
20.
This particular part of the hindbrain “contains neural fibers
that pass signals from one part of the brain to another” and thus serves as a
relay station.
1. medulla
oblongata
2. pons
3. cerebellum
4. limbic
system
ANS: b
DIF: Moderate
MSC: TYPE: Factual
21.
This part of the hindbrain is responsible for “coordination,
balance, and muscle tone,” and also includes memory related to procedural
movements.
1. hypothalamus
2. amygdala
3. septum
4. cerebellum
ANS: d
DIF: Easy
MSC: TYPE:
Factual
NOT: WWW
22.
A code blue has just been announced in a hospital. A patient has
stopped breathing. Doctors and medics are rushed to the scene and quickly
determine that brain death has not yet occurred. How did the medics know
whether the patient was brain dead or not?
1. They
found that there was still activity in the frontal lobe of the patient’s brain.
2. Once
breathing stops, brain death occurs.
3. They
found that there was still activity in the brain stem.
4. They
found that the pons was still active.
ANS: c
DIF: Moderate
MSC: TYPE: Conceptual
23.
How would someone determine whether there was a possibility of a
problem in the function of a patient’s medulla oblongata?
1. The
patient might be experiencing both short-term and long-term memory loss.
2. The
patient might not be able to sense pain or pressure.
3. The
patient might display irregular aggression patterns.
4. The
patient might experience heartbeat irregularity and possible breathing
problems.
ANS: d
DIF: Moderate
MSC: TYPE: Conceptual
24.
Sonia lays in a hospital bed unable to wakeup. Scans of her
brain show damage to the ___
which is important for regulating overall level of consciousness/arousal.
25.
corpus callosum
26.
white matter
27.
reticular activating system
28.
medulla oblongata
ANS: c
DIF:
Moderate MSC:
TYPE: Application
25.
The convolutions of the cerebral cortex comprise __________,
which are small grooves; __________, which are raised areas or bulges; and
__________, which are large grooves.
1. sulci;
fissures; gyri
2. fissures;
sulci; gyri
3. gyri;
fissures; sulci
4. sulci;
gyri; fissures
ANS: d
DIF: Moderate
MSC: TYPE: Conceptual
26.
The cerebral cortex is
1. the
main lobe of the forebrain.
2. the
bridge between the left and the right hemispheres of the brain.
3. a
one- to three-millimeter-thick layer that covers the surface of the brain.
4. a
layer, covering the surface of the brain, that comprises about 60% of the
brain.
ANS: c
DIF: Easy
MSC: TYPE: Factual
27.
The cerebral cortex is often referred to as __________, whereas
the nerve fibers of the brain’s interior are often called __________.
1. contralateral;
ipsilateral
2. gray
matter; white matter
3. ipsilateral;
contralateral
4. white
matter; gray matter
ANS: b
DIF: Easy
MSC: TYPE:
Factual
NOT: WWW
28.
__________ refers to transmission of information to the opposite
side, whereas __________ refers to transmission to the same side.
1. Contralateral;
ipsilateral
2. Occipital;
frontal
3. Ipsilateral;
contralateral
4. Parietal;
temporal
ANS: a
DIF: Moderate
MSC: TYPE: Conceptual
29.
Most motor information transmission is
1.
2.
3.
4.
ANS: b
DIF: Hard
MSC: TYPE: Factual
30.
The corpus callosum serves to
1. make
certain contralateral transmissions ipsilateral.
2. regulate
the transmission of information along the cerebral cortex.
3. allow
transmission of information between the left and right hemispheres.
4. transmit
information from the left and right hemispheres to the spinal cord.
ANS: c
DIF: Easy
MSC: TYPE: Factual
31.
There are two radio stations, one receiving signals from the
western hemisphere and one receiving signals from the eastern hemisphere. A
cable connects the two stations so that signals sent out from one half of the
world can be transmitted to the other half. This cable is analogous to the
brain’s
1. corpus
callosum.
2. cerebral
cortex.
3. white
matter.
4. medulla
oblongata.
ANS: a
DIF: Easy
MSC: TYPE: Conceptual
32.
The two halves of the brain, which rely on the corpus callosum
for communication, are called
1. cerebral
hemispheres.
2.
3.
4. split
brain.
ANS: a
DIF: Easy
MSC: TYPE:
Factual
NOT: WWW
33.
Marc Dax noticed a relationship between the loss of speech and
the side of the brain in which damage had occurred in patients suffering from
1.
2.
3.
4.
ANS: b
DIF: Moderate
MSC: TYPE: Factual
34.
Paul Broca believed that
1. localization
of function does not exist.
2. the
left hemisphere of the brain is critical to normal speech function.
3. the
right hemisphere of the brain is critical to normal speech function.
4. neither
hemisphere of the brain is critical to normal speech function.
ANS: b
DIF: Moderate
MSC: TYPE: Factual
35.
Karl Lashley concluded that localization of specific memories
1. can
be demonstrated through the use of a large variety of techniques.
2. can
be demonstrated only by using incision.
3. can
be demonstrated only by using ablation.
4. cannot
be demonstrated.
ANS: d
DIF: Moderate MSC:
TYPE: Factual
36.
This particular part of the left hemisphere of the brain appears
to contribute to language comprehension.
37.
Dax’s area
38.
Wernicke’s area
39.
Lashley’s area
40.
Boca’s area
ANS:
b
DIF: Easy
MSC: TYPE: Factual
37.
Split-brain patients sometimes have difficulty reconciling
information that is __________ (largely localized in the left hemisphere) with
information that is __________ (generally localized in the right hemisphere).
1. verbal;
spatial
2. spatial;
verbal
3. visual;
auditory
4. tactile;
olfactory
ANS: a
DIF:
Moderate
MSC: TYPE: Conceptual
38.
Which abilities have been found to be localized on the right
side of the brain for most split-brain patients?
1. the
ability to follow conversations or stories
2. language
functions
3. skilled
movement
4. finding
patterns
ANS: a
DIF: Hard
MSC: TYPE: Conceptual
39.
The approach to studying the brain in order to understand what
specific part of the brain controls what specific skills or behaviors is called
_____.
1. synthesis
2. localization
of function
3. ecological
validity
4. lobotomy
ANS: b
DIF:
Moderate
MSC: TYPE: Factual
40.
What percentage of the population has language functions
predominantly localized in the left hemisphere of the brain?
1. 100
2. 90
3. 50
4. 20
ANS: b
DIF: Hard
MSC: TYPE: Factual
41.
When viewing a picture that is half one person’s face and half
another person’s face, a split brain patient would
1. ask
why you are showing her half of two different faces.
2. say
the image portrays the whole face of whomever is depicted on the right side.
3. point
to the image of the whole face of whomever is depicted on the right side.
4. simply
be unable to answer.
ANS: b
DIF: Moderate
MSC: TYPE: Factual
42.
Juan suffers from a disorder of skilled movements, which is
known as
1.
2.
3.
4.
ANS: c
DIF: Moderate
MSC: TYPE: Factual
43.
This research is well known for his work with split-brain
patients.
1. Lashley
2. Broca
3. Gazzaniga
4. All
of the above have worked with split-brain patients.
ANS: c
DIF: Moderate
MSC: TYPE: Factual
44.
This particular way of looking at the brain divides up the
cerebral hemisphere into four parts called
1.
2. hemispheric
specialization.
3. in
vivo technique.
4. split
brain.
ANS: a
DIF: Moderate MSC:
TYPE:
Factual
NOT: WWW
45.
The frontal lobe is responsible for
1. sensing
pain and pressure.
2. visual
processing.
3. auditory
processing.
4. higher
thought processes and motor processing.
ANS:
d
DIF: Easy
MSC: TYPE: Factual
46.
Which of the following would most involve the use of the frontal
lobe?
1. Tia
sees her finger in a nutcracker.
2. Tia
feels incredible pain when she gets her finger caught in a nutcracker.
3. Tia
hears a nutcracker closing.
4. Tia
considers how to use an oddly designed nutcracker to crack a nut.
ANS: d
DIF:
Moderate MSC: TYPE:
Conceptual
47.
The parietal lobe is primarily responsible for
1. planning
and execution of movement.
2. somatosensory
processing.
3. auditory
processing.
4. visual
processing.
ANS:
b
DIF: Easy
MSC: TYPE: Factual
NOT: WWW
48.
The main functions of the temporal and occipital lobes,
respectively, are
1. visual
processing and auditory processing.
2. execution
of movement and sensing texture.
3. auditory
processing and visual processing.
4. somatosensory
processing and visual processing.
ANS:
c
DIF: Easy
MSC: TYPE: Factual
49.
Tom puts his hand on a warm stove burner and senses the heat
coming from the stove. The message of warmth travels from his hand to which
lobe of the brain?
1. occipital
2. parietal
3. temporal
4. frontal
ANS: b
DIF: Moderate
MSC: TYPE: Application
50.
Mary wakes up in the middle of the night to hear a loud thump
coming from the stairway. She then hears creaking and a voice whispering. Her
__________ lobe makes it possible for her to hear that there are burglars in
her house.
1. occipital
2. parietal
3. temporal
4. frontal
ANS: c
DIF: Moderate
MSC: TYPE: Application
51.
Joe is walking around a room completely in the dark. He cannot
see anything. When he feels the doorknob with his hand, he pulls the door open.
What location in the brain most directly enabled him to accomplish what he
attempted?
1. the
temporal lobe
2. the
occipital lobe
3. the
parietal lobe
4. the
cerebral fissures
ANS: c.
DIF: Moderate
MSC: TYPE: Application
52.
This part of the brain, located in the frontal lobe, is
important for controlling movement. It is responsible for planning and
executing movement especially for movements including a delayed response.
1. primary
visual cortex
2. the cerebral
fissures
3. primary
auditory cortex
4. primary
motor cortex
ANS: d
DIF: Easy
MSC: TYPE: Factual
53.
The parietal lobe contains the ______, which is the part of the
brain that the various senses provide information to concerning “pressure,
texture, temperature, and pain.”
1. association
areas
2. primary
motor cortex
3. primary
somatosensory cortex
4. primary
visual cortex
ANS: c
DIF: Moderate
MSC: TYPE: Factual
54.
Although the brain makes up only one fortieth of the total
weight of the adult human body, it uses __________ of the circulating blood,
available oxygen, and available glucose.
1. one-thirtieth
2. one-twentieth
3. one-tenth
4. one-fifth
ANS: d
DIF: Hard
MSC: TYPE: Factual
55.
These cells in the brain transmit electrical signals from one
location to another in the nervous system.
1. amygdala
2. dopamine
receptor
3. metabolic
4. neuron
ANS: d
DIF: Easy
MSC: TYPE: Factual
56.
The junction between terminal buttons of one neuron with the
dendrites of other neurons.
1. synapse
2. terminal
button
3. nodes
of ranvier
4. synaptic
terminal
ANS: a
DIF: Easy
MSC: TYPE: Factual
57.
At the end of the branches of an axon are the ____, which look
like small knobs.
1. terminal
buttons
2. synapse
3. nodes
of ranvier
4. synaptic
terminal
ANS: a
DIF: Easy
MSC: TYPE: Factual
58.
Signals between neurons occur when these chemical messengers
transmit information from one neuron to the next across the synaptic gap.
59.
synapse
60.
hormones
61.
neurotransmitters
62.
neurobinders
ANS: c
DIF: Easy
MSC: TYPE: Factual
59.
Identify the three types of chemical substance that are involved
in neurotransmission:
1. monoamine
neurotransmitters, amino-acid neurotransmitters, neurobinders.
2. monoamine
neurotransmitters, amino-acid neurotransmitters, neuropeptides.
3. amino-acid
neurotransmitters, neurobinders, cerebropeptides.
4. monoamine
neurotransmitters, neuropeptides, neurobinders.
ANS: b
DIF: Hard
MSC: TYPE: Factual
60.
Adrian has Alzheimer’s and has a difficult time with his memory.
The doctors say that his memory difficulties in part are due to the low levels
of ____.
1. acetylcholine
2. dopamine
3. dratonin
4. serotonin
ANS: a
DIF: Moderate
MSC: TYPE: Application
61.
This particular neurotransmitter is associated with attention,
reward and reinforcement, learning, and motivational processes.
1. acetylcholine
2. dopamine
3. GABA
4. serotonin
ANS: b
DIF: Moderate
MSC: TYPE: Factual
62.
This particular neurotransmitter is important for regulating
impulsivity and is associated with eating behavior, and aggressive behavior.
1. acetylcholine
2. dopamine
3. GABA
4. serotonin
ANS: d
DIF: Moderate
MSC: TYPE: Factual
63.
Kent has been living on the street and using heroin for at least
5 years. It is likely he has
1. acute
toxicity
2. chronic
toxicity
3. few
neurotransmitters
4. an
overactive amygdala
ANS: b
DIF: Moderate
MSC: TYPE: Conceptual
64.
This technique has been used for centuries in which researchers document
the behaviors of individuals thought to have brain damage and then after the
person dies, they examine the brain for lesions.
1. postmortem
studies
2. in
vivo techniques
3. ipsilateral
transmission
4. brain
damage analysis (BDA)
ANS: a
DIF: Easy
MSC: TYPE: Factual
NOT: WWW
65.
Which of the following is not an in vivo technique
for viewing the structures and functions of the brain?
66.
Recording the electrical activity of the brain
67.
Still-imaging of the brain (e.g., CT scan, MRI scan)
68.
Examining how radioactive material is transported and used in
the brain
69.
Dissecting the brain to locate possible lesions
ANS: d
DIF: Moderate MSC:
TYPE: Conceptual
NOT: WWW
66.
Tan, a patient of Broca’s who had severe speech problems, was
capable of uttering only one syllable “Tan” (hence the name). After Tan’s
death, examination of his brain revealed a number of lesions in the frontal
lobe. It was ascertained from this that parts of the frontal lobe are important
for speech production. Gathering knowledge from someone about brain function
after death with known difficulties would be an example of
1. Broca’s
technique.
2. Brain
Capacity Functional Analysis.
3. in
vivo techniques.
4. postmortem
studies.
ANS: d.
DIF: Easy
MSC: TYPE: Application
67.
Derrick has a number of electrodes attached to his head. He is
probably about to participate in a study involving use of
68.
fMRI.
69.
ERPs.
70.
PET.
71.
CT scan.
ANS: b.
DIF: Easy
MSC: TYPE: Application
68.
This technique of studying the living brain is based on
examining the recording of the electrical frequencies and intensities of the brain
over time.
1. Electrical
Recording Technique (ERT)
2. Lobotomy
3. Electroencephalograms
(EEGs)
4. Magnetic
Resonance Imaging (MRI)
ANS: c
DIF: Easy
MSC: TYPE: Factual
69.
These techniques for studying the brain obtain a still image
that can help with “revealing the structures of the brain.”
1. Electrical
Recording Techniques (ERT)
2. Brain
Structure Enhancements (BSE)
3. Static
Imaging Techniques
4. Magnetic
Recognition Enhancements (MRE)
ANS: c
DIF: Moderate
MSC: TYPE: Factual
70.
This static imaging technique uses a strong magnetic field to
analyze “magnetic changes in the energy of the orbits of nuclear particles in
the molecules of the body. ”
1. Magnetic
Resonance Imaging (MRI)
2. Brain
Structure Enhancement (BSE)
3. Electrical
Recording Technique (ERT)
4. Magnetic
Recognition Enhancement (MRE)
ANS: a
DIF: Moderate
MSC: TYPE: Factual
71.
These techniques take advantage of the brain’s consumption of
glucose or oxygen and specifically look for which part of the brain is most
active “during more generalized processing.” The active part of the brain would
require more resources than inactive areas.
1. Glucose
Metabolism Tomography (GMT)
2. Metabolic
Imaging
3. Electrical
Recording Technique (ERT)
4. Static
Imaging Techniques
ANS: b
DIF: Moderate MSC:
TYPE:
Factual
NOT: WWW
72.
This particular type of metabolic imaging technique uses a
radioactive form of glucose “that emits positrons as it is metabolized” to look
at the physiological functioning of the brain “in action.” It monitors increase
in blood flow to particular parts of the brain.
1. Electroencephalograms
(EEGs)
2. Glucose
Metabolism Tomography (GMT)
3. Positron
emission tomography (PET)
4. ERPs
ANS: c
DIF: Moderate
MSC: TYPE: Factual
73.
This particular neuroimaging technique is able to look at
changes in the brain over time by looking at increases in oxygen consumption to
produce an image of the brain.
1. Functional
Magnetic Resonance Imaging (fMRI)
2. Magnetic
Resonance Imaging (MRI)
3. Positron
Emission Tomography (PET)
4. ERPs
ANS: a
DIF: Moderate
MSC: TYPE: Factual
74.
This particular technique for studying the brain temporarily
disrupts normal activity of the brain in a very small area. This is done by
placing a coil on the person’s head and passing a current through it.
1. electroencephalograms
(EEGs)
2. transcranial
magnetic stimulation (TMS)
3. magnetic
resonance imaging (MRI)
4. magnetoencephalography
(MEG)
ANS: b
DIF: Hard
MSC: TYPE: Factual
75.
Activity of the brain is study outside of the head by this
particular technique in which the magnetic fields emitted by changes in brain
activity is picked up.
1. transcranial
magnetic stimulation (TMS)
2. functional
magnetic resonance imaging (fMRI)
3. electroencephalograms
(EEGs)
4. magnetoencephalography
(MEG)
ANS: d
DIF: Hard
MSC: TYPE: Factual
76.
This type of disorder is caused by an interruption in the flow
of blood to the brain and often contributes to noticeable loss in cognitive
functioning.
1. vascular
disorder
2. aphasic
stroke
3. dratonin
4. neoplasms
ANS: a
DIF: Moderate
MSC: TYPE: Factual
77.
Cognitive function can be affected by brain tumors which can
occur in either the gray or white matter of the brain. Another name for a brain
tumor is
1.
2.
3.
4.
ANS: b
DIF: Hard
MSC: TYPE: Factual
78.
This type of stroke is due to a fatty tissue that has built up
over years and then breaks free and then becomes lodged in an artery in the
brain.
1. neoplasms
2. hemorrhagic
stroke
3. aphasic
stroke
4. ischemic
stroke
ANS: d
DIF: Moderate
MSC: TYPE: Factual
79.
This type of stroke is due to a blood vessel in the brain
suddenly breaking and filling the surrounding tissue with blood which
contributes to cells dying.
1. ischemic
stroke
2. neoplasms
3. hemorrhagic
stroke
4. aphasic
stroke
ANS: c
DIF: Moderate
MSC: TYPE: Factual
80.
Many soldiers are returning from the war with closed-head
injuries. What has occurred?
1. Skull
damage occurred and harmed a portion of the brain.
2. No
skull damage occurred, but soldiers were harmed psychologically.
3. No
skull damage occurred but there is damage to the brain.
4. The
damage has occurred over time.
ANS: c
DIF: Moderate
MSC: TYPE:
Conceptual
Essay
1. List
the three main regions of the brain. Next, under each heading, list the
significant structures located in each region, and give a short description of
the functions of each structure.
ANS: Answer not
provided NOT: WWW
2. Explain
the concept of hemispheric specialization. Include in your discussion a
description of the abilities of each hemisphere and the role of the corpus
callosum.
ANS: Answer not
provided NOT: WWW
3. Explain
the importance of the various chemical substances involved in
neurotransmission.
ANS: Answer not provided
4. List
and describe the function of the various neuronal structures.
ANS: Answer not provided
5. Describe
the different types of strokes and the impact they have on the brain.
ANS: Answer not provided
6. How
can researchers trace observed behavior resulting from brain damage to a
certain location in the brain once a patient has died? Contrast this method
with other methods used while the patient is alive.
ANS: Answer not
provided NOT: WWW
7. Suppose
that a large, parasitic microorganism entered the human blood stream and
traveled up to the brain, but was blocked from entering. Why did the
microorganism not pass into the brain? What structure blocked its entry?
Compare this structure with the structure that links both brain hemispheres.
ANS: Answer not provided
8. An
epileptic patient has had her corpus callosum severed. The patient has been
asked to draw a three-dimensional form with her left hand. The patient is
successful. However, when asked to draw the same object with the right hand,
the patient was not able to perform the task successfully. Why not?
ANS: Answer not provided
9. Explain
the similarities and differences between the various types of metabolic imaging
techniques. Include in your explanation when you might use one over another.
ANS: Answer not provided
10.
You have just stepped on a nail protruding from the floor.
Describe the various processes involved in relaying information from the time
you step on the nail to the time you pull your foot away. Be sure to include
effecters and receptors in your discussion.
ANS: Answer not provided
11.
Each of the four lobes of the brain is responsible for the
processing of different information. Give an example of a task or activity that
would require the use of at least three of the lobes. In describing the task,
make sure you show how each of the lobes is involved.
ANS: Answer not provided NOT:
WWW
12.
Imagine that you were a doctor in “the old days” (prior to the
invention of the various in
vivo techniques). First, list a number of cognitive problems
that you could study (e.g., Korsakoff’s syndrome, aphasia, apraxia, case
studies like Phineas Gage), then describe how you would use postmortem studies
in understanding these various cognitive problems. Include in your discussion
the various behaviors of interest. Also, from a scientific standpoint how would
you increase the confidence of your findings?
ANS: Answer not provided
13.
Imagine that the brain had no hemispheric specialization and no
modularity. What would be the implications for such a brain (include issues
such as learning, brain damage, brain development, etc.)?
ANS: Answer not provided
14.
Explain how the brain might work if all neurotransmitters were
nonexistent and it was based simply on which neurons were firing. What would be
the implications for a brain that functioned so?
ANS: Answer not provided
15.
Generate various scenarios in which an individual has a head
injury from say a car accident (include injuries from front, back, top, and the
sides). Include both closed and open-head injuries and describe how the
injuries would alter function.
ANS: Answer not provided
16.
As part of a research project for a biological psychology class,
you are assigned to work with experienced researchers who have access to
equipment that allows you to study the human brain. Describe two in vivo techniques
and how they would allow you to learn about the human brain.
ANS: Answer not provided
17.
How can the study of the brain have applications for improving
human welfare?
ANS: Answer not provided
NOT: WWW
18.
What parts of the brain are used while playing football, and how
are they used?
ANS: Answer not provided
19.
From both a research and medical diagnostic viewpoint, explain
the significance of Brodmann areas.
ANS: Answer not provided
20.
You are a biological psychologist and you must figure out what
symptoms or effects certain diseases have on each of your participants. One
participant has Korsakoff’s syndrome, one is a split-brain patient, and the
third has had an ischemic stroke. Briefly explain the effects or accompanying
symptoms of each of these people.
ANS: Answer not provided
Chapter 5
Memory: Models and Research Methods
Outline For Chapter 5
Supplemental Activities
1. In-Class
Activities
1. The
Limited Capacity of Short-Term Memory
2. Contrasting
Episodic and Semantic Memory
3. Revisiting
the Seven Dwarfs
1. Promoting
Discussion
1. Comparing
Memory for Amnesic & Normal Individuals
2. Memory
and the Movies
CogLab Answers
Memory
Span
Partial Report
Absolute Identification
Operation Span
Implicit Learning
Modality Effect
Position Error
Irrelevant Speech Effect
Phonological Similarity
Levels of Processing
Useful Websites
Test Bank
Outline for Chapter 5
1. INTRODUCTION
2. Complexity
of Memory
3. Memory
4. Encoding
5. Storage
6. Retrieval
1. TASKS
USED FOR MEASURING MEMORY
2. Recall
versus Recognition Task
3. Recall
4. Three
Main Types of Recall Tasks
5. serial
recall
6. free
recall
iii. cued recall
1. Relearning
2. Expressive
knowledge
3. Recognition
4. Receptive
knowledge
5. Implicit
versus Explicit Memory Task
6. Explicit
Memory
7. Implicit
Memory
8. Priming
9. Procedural
memory
10.
Process-Dissociation Model
11.
Intelligence and the Importance of Culture in Testing
III. MODELS OF MEMORY
1. Traditional
Models of Memory
2. Hypothetical
Constructs
3. Sensory
Store
4. Iconic
store
5. Sperling’s
discovery
6. whole-report
procedure
7. partial-report
procedure
8. Subsequent
refinement
9. capacity
ii.backward visual masking
3. Short-term
Store
4. Capacity
5. Retention
6. Long-term
Store
7.
Permastore
8. Levels
of Processing Model
9. Levels
of Processing Framework
10.
Physical, phonological, & semantic
11.
Self-reference effect
12.
Criticisms
13.
An Integrative Model: Working Memory
14.
Working Memory
15.
Visuospatial sketchpad
16.
Phonological loop
17.
Central executive
18.
Episodic buffer
19.
Neuroscience and Working Memory
20.
Measuring Working Memory
21.
Intelligence and Working Memory
22.
Multiple Memory Systems
23.
Semantic Memory
24.
Episodic Memory
25.
HERA Model (Hemispheric Encoding/Retrieval Asymmetry)
26.
Declarative Memory
27.
Nondeclarative Memory
28.
Connectionist Perspective
29.
Connectionist PDP Model (Parallel Distributed Processing)
30.
Nodes
31.
Spreading activation
32.
Priming effect
33.
Parallel vs. serial processing
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